Getting personal with teacher burnout: A longitudinal study on the development of burnout using a person-based approach

• Published in: Teaching and teacher education Vol. 32; pp. 75 - 86
• Main Authors: Hultell, Daniel, Melin, Bo, Gustavsson, J. Petter
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01-05-2013; Elsevier
• Subjects: Beginning Teachers; Burnout; Cluster analysis; Correlation; Employment; Longitudinal; Longitudinal Studies; Medicin och hälsovetenskap; PATH study; Person-based; Stress Variables; Teacher Burnout; Teachers; Cluster analysis; Longitudinal; Teachers; PATH study; Teacher burnout; Person-based
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2013.01.007

Studies have suggested that teachers' burnout levels are stable over time. This might be because longitudinal studies on burnout have mainly used a variable-based approach. The purpose of this study was to determine if a person-based approach could provide a more multifaceted perspective to the development of teacher burnout. 816 beginning teachers were tracked over the first three years of their employment. At group level, burnout levels were moderately low and stable over time. However, underlying these levels were seven trajectories, of which six changed significantly over time. Changes in burnout trajectories were associated with concurrent changes in burnout-related variables.
► When using a variable-based approach burnout appeared to be stable over time. ► The person-based approach however identified seven different burnout trajectories. ► The person-based approach presents a multifaceted view of burnout development. ► Findings show that there is reason to question the stable nature of burnout. ► The majority of the beginning teachers coped well with the transition.